Two sources of meaning in infant communication: preceding action contexts and act-accompanying characteristics.

How do infants communicate before they have acquired a language? This paper supports the hypothesis that infants possess social-cognitive skills that run deeper than language alone, enabling them to understand others and make themselves understood. I suggested that infants, like adults, use two sources of extralinguistic information to communicate meaningfully and react to and express communicative intentions appropriately. In support, a review of relevant experiments demonstrates, first, that infants use information from preceding shared activities to tailor their comprehension and production of communication. Second, a series of novel findings from our laboratory shows that in the absence of distinguishing information from preceding routines or activities, infants use accompanying characteristics (such as prosody and posture) that mark communicative intentions to extract and transmit meaning. Findings reveal that before infants begin to speak they communicate in meaningful ways by binding preceding and simultaneous multisensory information to a communicative act. These skills are not only a precursor to language, but also an outcome of social-cognitive development and social experience in the first year of life.